Efeito fotoelétrico em sensor com arduino em aula de ciências no ensino fundamental: do conceito à prática

Abstract

This research presents the development, application, and analysis of a didactic proposal aimed at the introductory teaching of the photoelectric effect in elementary school, using an investigative approach mediated by technological resources, especially the Arduino platform. The study stems from the need to make concepts of Modern Physics more accessible and meaningful for students in Basic Education, overcoming difficulties associated with conceptual abstraction and traditional pedagogical practices centered on the transmission of content. The general objective was to develop, apply, and evaluate a didactic proposal on the photoelectric effect in elementary school, aiming to promote conceptual understanding and the development of investigative skills in students, based on practical and contextualized activities. The methodology adopted is characterized as applied research, with a qualitative approach, carried out in a real classroom context with 9th-grade elementary school students. The proposal was structured based on an investigative didactic sequence, involving initial problematization, knowledge organization, experimentation with Arduino, and technological contextualization of the phenomenon studied. Different data collection instruments were used, such as diagnostic and final questionnaires, observation records, written productions, and analysis of classroom interactions, making it possible to evaluate student participation, engagement, and conceptual learning throughout the intervention. The results indicate that the integration of theory, simulation, and experimentation contributed to increased student participation and interest in science classes, favoring the development of investigative skills such as observation, hypothesis formulation, interpretation of results, and scientific argumentation. An improvement was observed in the understanding of concepts related to light, energy, and electrical response, demonstrating the construction of more meaningful and contextualized learning. The use of Arduino proved effective as a low-cost teaching resource, allowing the connection of abstract scientific concepts to everyday technological applications, such as automatic sensors and photovoltaic systems. As an educational product, structured teaching materials were developed, containing a didactic sequence, experimental scripts, and pedagogical guidelines for using Arduino in teaching the photoelectric effect, aiming to support basic education teachers in implementing technology-mediated investigative practices. It is concluded that the didactic proposal developed has the potential to promote meaningful learning, student engagement, and the development of scientific thinking, contributing to the strengthening of innovative pedagogical practices in science education.